In-class Film-viewing for Empathy Development in Higher Education | Visionnement de films en classe aux fins de développement de l’empathie en éducation supérieure

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Amélie Lemieux


Abstract: In the 2016 winter term, I taught a course on French communication for English as a Second Language pre-service teachers (PST) in the Department of Education of a Canadian university. In this narrative autoethnography, I present the perspectives emerging from a university teaching experience of “teaching through film”, with undergraduate students enrolled in my French communication course. In-class discussions gravitated towards values and morals—notably empathy and caring—in relation to the significance of being or embodying a “good teacher”, following the viewing of Monsieur Lazhar (2011). Drawing on William Ayers’ philosophy of good teaching, among others, I present the implications of these discussions for teacher education and their significance for teacher training programs.

Keywords: Film; Empathy; Artwork; Higher Education; Narrative Autoethnography

Résumé : J’ai donné, au cours de la session d’hiver 2016, un cours de communication française à des enseignants de formation initiale en anglais langue seconde, au sein du département d’éducation d’une université canadienne. Je présente donc dans cette auto-ethnographie narrative les diverses perspectives émanant d’une expérience pédagogique universitaire « d’enseignement par le film », auprès d’étudiants du premier cycle inscrits à mon cours de communication française. Les discussions en classe ont tourné autour des valeurs et des questions morales, notamment l’empathie et la sollicitude, relativement à la signification de ce qui fait un « bon enseignant », après avoir vu le film Monsieur Lazhar (2011). M’inspirant entre autre de la philosophie du bon enseignement de William Ayers (2011), j’aborde les implications de ces discussions au regard de la formation des enseignants et leur importance vis-à-vis des programmes de formation des enseignants.

Mots-clés : film ; empathie ; œuvres d’art ; formation des enseignants ; auto-ethnographie narrative


Article Details

Author Biography

Amélie Lemieux, Amélie Lemieux, Postdoctoral fellow, Brock University/The University of Alberta

Amélie Lemieux is a postdoctoral fellow working with Linda Laidlaw at the University of Alberta, and with Jennifer Rowsell at Brock University. Amélie pursued her doctoral studies in literacy education at McGill University. Her research interests and work revolve around digital literacies through the study, impact, and production of multimodal transmodal narratives in high school settings, aesthetic understanding and

reception of transmodal narratives, comic book/film analysis and reception. Her combined work in multimodality and literacy has allowed her to raise three national scholarships, a Quebec Lieutenant-Governor Medal for academic excellence and community engagement, the 2016 EGSS Doctoral Award for
Research and Contributions to the Field of Education, as well as the Tim Casgrain Award for excellence and innovation in literacy research.

Let’s chat on Twitter: @ame_lemieux


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